"You cannot teach a man anything, you can only help him to discover it in himself"
- Galileo Galilei
“The essence of optimism is that it takes no account of the present, but it is a source of inspiration, of vitality, and of hope. Where others have resigned, it enables a man to hold his head high, to claim the future for himself, and not abandon it to his enemy.”
- Dietrich Bonhoeffer
A teaching rationale or philosophy is a way for you to "sum up" your views on education and how you plan to allow these beliefs to influence your teachin
Science has always been a passion of mine, for as long as I can remember. However, it has been a challenge. Much of the reason why I have struggled in science has been due to my own education experience. I remember being placed into lower-level science courses, with decidedly lower expectations from my instructors. I recall that I wanted to be challenged with other students who enjoyed learning difficult materials! Though I struggled initially, I learned to overcome and learn science. After taking a less than satisfactory High School biology class, I was determined to not let any more students suffer the same fate of “boring biology”.
Upon learning to overcome my problems within a science classroom, I learned how to teach others to overcome as well; or at least encourage them to try, and not give up because they struggle. Through my own struggling, I can now relate to my own students who struggle with learning science. Scientific understanding is possible to attain, it simply takes a different method of studying, and a determination to learn. I plan to implement this through interesting activities, awareness of my students, and of knowledge of particular learning styles.
“Awareness of my classroom” means that I would like to know the individual students within my class. After knowing my students, I will be better equipped to teach according to the individual needs and background of my students. If my students are afraid of spiders for example, I won’t bring a tarantula to class as an object lesson. If one of my students has a reading disability, I will do my best to make sure that he can keep up with the material and new vocabulary. A wise way to start an experiment is to read and know the materials that you will require before you start; I need to know my students before I can even begin teaching.
Although science is my concentration, I believe that science is not the only thing that my students will be learning. Teachers can make or break a class, even outside of the content! To me being a compassionate, honest, and steady aide to learning is something that is important for any classroom. If my students cannot trust me, or if I am rude and inconsiderate, or I do not truly listen to what they have to say; how can I expect them to at the very least respect me? How can I then expect them to learn science? I could not expect such things, so I am determined to work hard to be a role model, starting from the inside and letting good character work its way out.
In my view, learning science is something that is possible for everyone. Often times, I hear “I hate science” or “I just don’t understand it”. It does not have to be this way! This change of attitude must start on the level of the teacher. I plan to implement, as part of my own practice, a methodology of encouragement and curiosity. Science may be difficult at times, and what many teachers have done is place an strong aversion, rather than passion for the subject within their students. I would like to challenge this "aversion” within my classroom, through well- planned projects and hands-on activities that promote an honest feeling of achievement and within the realm of science. I plan on making these activities to be as intriguing as possible, to the best of my ability!
Part of maintaining good character is the need for continual growth. As adolescents, we experience a series of changes that stretch us into our adult forms. These changes, physical, emotional and intellectual are more often than not difficult and uncomfortable. I have found that as a young adult, we must continue to grow. Although we as adults may not be growing physically anymore, (aside from older or sideways), growth can occur through being challenged in our field and in our lives. Science is always finding new things, as a science teacher I am well aware of this and therefore am open to this fact. Being a science teacher therefore means that I need to be open to change and criticism both in the fields of teaching and of science, and within myself as well.
I believe in the phrase of “striving for the highest”; meaning that in everything I do will be to the best of my capabilities. If this means going out of my way to aid a student with a learning disability, then I will make the necessary accommodations. If it means that I will have to work long hours to set up a good lesson, then I will stay. Above and beyond, to the best of my ability, in everything, for the highest- this is my aspiration. Everyone and anyone can learn science.
- Galileo Galilei
“The essence of optimism is that it takes no account of the present, but it is a source of inspiration, of vitality, and of hope. Where others have resigned, it enables a man to hold his head high, to claim the future for himself, and not abandon it to his enemy.”
- Dietrich Bonhoeffer
A teaching rationale or philosophy is a way for you to "sum up" your views on education and how you plan to allow these beliefs to influence your teachin
Science has always been a passion of mine, for as long as I can remember. However, it has been a challenge. Much of the reason why I have struggled in science has been due to my own education experience. I remember being placed into lower-level science courses, with decidedly lower expectations from my instructors. I recall that I wanted to be challenged with other students who enjoyed learning difficult materials! Though I struggled initially, I learned to overcome and learn science. After taking a less than satisfactory High School biology class, I was determined to not let any more students suffer the same fate of “boring biology”.
Upon learning to overcome my problems within a science classroom, I learned how to teach others to overcome as well; or at least encourage them to try, and not give up because they struggle. Through my own struggling, I can now relate to my own students who struggle with learning science. Scientific understanding is possible to attain, it simply takes a different method of studying, and a determination to learn. I plan to implement this through interesting activities, awareness of my students, and of knowledge of particular learning styles.
“Awareness of my classroom” means that I would like to know the individual students within my class. After knowing my students, I will be better equipped to teach according to the individual needs and background of my students. If my students are afraid of spiders for example, I won’t bring a tarantula to class as an object lesson. If one of my students has a reading disability, I will do my best to make sure that he can keep up with the material and new vocabulary. A wise way to start an experiment is to read and know the materials that you will require before you start; I need to know my students before I can even begin teaching.
Although science is my concentration, I believe that science is not the only thing that my students will be learning. Teachers can make or break a class, even outside of the content! To me being a compassionate, honest, and steady aide to learning is something that is important for any classroom. If my students cannot trust me, or if I am rude and inconsiderate, or I do not truly listen to what they have to say; how can I expect them to at the very least respect me? How can I then expect them to learn science? I could not expect such things, so I am determined to work hard to be a role model, starting from the inside and letting good character work its way out.
In my view, learning science is something that is possible for everyone. Often times, I hear “I hate science” or “I just don’t understand it”. It does not have to be this way! This change of attitude must start on the level of the teacher. I plan to implement, as part of my own practice, a methodology of encouragement and curiosity. Science may be difficult at times, and what many teachers have done is place an strong aversion, rather than passion for the subject within their students. I would like to challenge this "aversion” within my classroom, through well- planned projects and hands-on activities that promote an honest feeling of achievement and within the realm of science. I plan on making these activities to be as intriguing as possible, to the best of my ability!
Part of maintaining good character is the need for continual growth. As adolescents, we experience a series of changes that stretch us into our adult forms. These changes, physical, emotional and intellectual are more often than not difficult and uncomfortable. I have found that as a young adult, we must continue to grow. Although we as adults may not be growing physically anymore, (aside from older or sideways), growth can occur through being challenged in our field and in our lives. Science is always finding new things, as a science teacher I am well aware of this and therefore am open to this fact. Being a science teacher therefore means that I need to be open to change and criticism both in the fields of teaching and of science, and within myself as well.
I believe in the phrase of “striving for the highest”; meaning that in everything I do will be to the best of my capabilities. If this means going out of my way to aid a student with a learning disability, then I will make the necessary accommodations. If it means that I will have to work long hours to set up a good lesson, then I will stay. Above and beyond, to the best of my ability, in everything, for the highest- this is my aspiration. Everyone and anyone can learn science.